scholarly journals A Contrastive Study of Deontic Modality in Parallel Texts

2021 ◽  
Vol 18 (2) ◽  
pp. 31-49
Author(s):  
Olga Boginskaya
Keyword(s):  
Systematic Analysis ◽  
Modal Verbs ◽  
Translation Strategies ◽  
Contrastive Study ◽  
Slavic Languages ◽  
French And English ◽  
Deontic Modality ◽  
Syntactic Differences ◽  
French Texts ◽  
Parallel Texts

This article is a contrastive study of deontic modal markers in three parallel texts. It analyses the modality system in the English, Russian and French texts of the Universal Declaration of Human Rights accounting for the ambiguity of some English modal verbs in legal texts and the difficulty in rendering them into a different language. The research reveals modal markers used to express deontic permission, deontic obligation and deontic prohibition in the three parallel texts; semantic similarities and discrepancies between these modal markers; and translation strategies employed to render the English modal markers into Russian and French. The article responds to the need for a systematic analysis of deontic modal markers in English, Russian and French due to the semantic and syntactic differences among the German, Romance and Slavic languages. The article concludes that French and Russian have more in common than French and English or Russian and English in terms of the deontic modality.

scholarly journals European Union Terminology Unification - Directions for the Contrastive Study of Two Slavic and Two Non-Slavic Languages (Bulgarian, Polish, Modern Greek and English)

2011 ◽  
Vol 9 (1) ◽  
pp. 69-79
Author(s):  
Iliana Genew-Puhalewa
Keyword(s):  
European Union ◽  
Environmental Law ◽  
Word Formation ◽  
The European Union ◽  
Grammatical Structure ◽  
Contrastive Study ◽  
Slavic Languages ◽  
Modern Greek ◽  
European Union Legislation ◽  
Formal Status

This study attempts to characterize terminology unification in the European Union legislation, regarding both content and form. It analyzes terms related to the thematic field of environmental law in four official EU languages: two Slavic (Bulgarian and Polish) and two non-Slavic (Modern Greek and English). Different types of relations between the languages under comparison suggest possible directions for further comparative study. The comparison aims to identify differences and similarities in the componential structure, formal-grammatical structure, word formation structure, form variantivity, origin and formal status. The study may also testify to the presence of linguistic convergence processes in the multilingual European Union.

scholarly journals Penggunaan Modal Verbs Bahasa Inggris dalam Ketrampilan Berbicara

2020 ◽  
Vol 1 (1) ◽  
pp. 11-20
Author(s):  
Maria Theresia Priyastuti
Keyword(s):  
Nursing Students ◽  
Health Education ◽  
Learning Process ◽  
Role Play ◽  
English Learning ◽  
Modal Verbs ◽  
Main Form ◽  
Modal Verb ◽  
Deontic Modality ◽  
Descriptive Qualitative

This research discusses the form of modality and the meaning of modality in English learning process using role play method. This research discusses the form of modality and the meaning of modality in English learning process using role play method. Objective to describe the form of modality and to explain the meaning of modality. The form of modality that is used in speaking is deontic modality with the modal verbs such as “must, has to atau have to, should, can/could” and the meanings of modality which are found, are order/necessity modality and permission modality. Descriptive qualitative with equal pragmatic methods. The data were taken from the conversation of role play which contained modal verbs. The sampling of the research were used  randomly when the nursing students did role play of giving health education with diet program theme. firstly, the main form of modality in the conversation of role play using modal verb “can and will”. Secondly the meaning of modality which is often found in conversation of role play is deontic modality for asking permission. The nursing students are able to use English modal verbs correctly  in role play learning process.

Lettter Reading by English SS as a Function of Order of Approximation to French and English

1972 ◽  
Vol 30 (2) ◽  
pp. 395-398
Author(s):  
J. Gerard Muise ◽  
Renaud S. Leblanc ◽  
Clarence J. Jeffrey
Keyword(s):  
English Language ◽  
Order Of Approximation ◽  
French And English ◽  
French Texts

Ss, predominantly English persons, were required to read in English strings of 240 letters at each of 5 levels of approximation to English and French texts. It was found that only order of approximation affected performance. The interpretation that the differential redundancy of the French and English language interacts with previous language habits was substantiated.

scholarly journals (Non)epistemic modality: English must, have to and have got to and their correspondences in Lithuanian

Kalbotyra ◽  
2017 ◽  
Vol 69 (69) ◽  
pp. 223
Author(s):  
Audronė Šolienė
Keyword(s):  
Qualitative Methods ◽  
Epistemic Modality ◽  
The Other ◽  
Modal Verbs ◽  
Other Hand ◽  
Different Types ◽  
Deontic Modality ◽  
Quantitative And Qualitative Methods

This paper deals with the three types of modality – epistemic, deontic and dynamic. It examines the relation between the synchronic uses of the modal auxiliary must and the semi-modals have to and have got to as well as their Lithuanian translation correspondences (TCs) found in a bidirectional translation corpus. The study exploits quantitative and qualitative methods of research. The purpose is to find out which type of modality is most common in the use of must, have to and have got to; to establish their equivalents in Lithuanian in terms of congruent or non-congruent correspondence (Johansson 2007); and to determine how Lithuanian TCs (verbs or adverbials) correlate with different types of modality expressed. The analysis has shown that must is mostly used to convey epistemic nuances, while have to and have got to feature in non-epistemic environments. The findings show that must can boast of a great diversity of TCs. Some of them may serve as epistemic markers; others appear in deontic domains only. Have (got) to, on the other hand, is usually rendered by the modal verbs reikėti ‘need’ and turėti ‘must/have to’, which usually encode deontic modality.

scholarly journals The Duke of Albany's Invasion of England in 1523 and Military Mobilisation in Sixteenth-century Scotland

2020 ◽  
Vol 99 (1) ◽  
pp. 1-25
Author(s):  
Neil Murphy
Keyword(s):  
Seventeenth Century ◽  
Sixteenth Century ◽  
Early Modern ◽  
The Political ◽  
Extensive Literature ◽  
Systematic Analysis ◽  
French And English ◽  
Political Conditions ◽  
First Time

In November 1523 a Scottish army, led by John Stewart, duke of Albany, invaded England for the first time since the battle of Flodden. While this was a major campaign, it has largely been ignored in the extensive literature on Anglo-Scottish warfare. Drawing on Scottish, French and English records, this article provides a systematic analysis of the campaign. Although the campaign of 1523 was ultimately unsuccessful, it is the most comprehensively documented Scottish offensive against England before the seventeenth century and the extensive records detailing the expedition advances broader understanding of military mobilisation in medieval and early modern Scotland. While the national mobilisation drive which sought to gather men from across the kingdom was ultimately unsuccessful, the expedition witnessed the most extensive number of French soldiers yet sent to Scotland. Finally, the article considers how an examination of the expedition enhances understanding of regency rule and the political conditions in Scotland in the years after Flodden.

scholarly journals The Difference Between Modal Verbs in Deontic and Epistemic Modality

Humaniora ◽  
2012 ◽  
Vol 3 (2) ◽  
pp. 532 ◽  
Author(s):  
Menik Winiharti
Keyword(s):  
Language Teachers ◽  
Epistemic Modality ◽  
Modal Verbs ◽  
Clear Cut ◽  
Modal Verb ◽  
Deontic Modality ◽  
The Difference ◽  
Single Proposition

Modality is always interesting to discuss. Understanding it is crucial for both language teachers and learners. This essay discusses the concept of modality, its types and uses. It has a goal to find the difference between deontic and epistemic modality that is indicated by their modal verbs. It also provides the readers a better understanding of modality, particularly of its types and uses. The result of the analysis shows that in general, deontic modality indicates obligation and permission, while epistemic modality expresses possibility and prediction. However, the difference between deontic and epistemic modality is not a clear cut, since one single modal verb can express both types, and one single proposition can be expressed by more than one modal verb.  

scholarly journals A Contrastive Study on the C-E Translation of the Verb of Perception zhijian from the Perspective of Subjective Consciousness and Objective Consciousness

2020 ◽  
Vol 3 (4) ◽  
pp. 19
Author(s):  
Huidan Lu
Keyword(s):  
Original Text ◽  
Sentence Structure ◽  
Semantic Meaning ◽  
Discourse Marker ◽  
Translation Strategies ◽  
Contrastive Study ◽  
Water Margin ◽  
Main Component ◽  
A Minor ◽  
Real Action

Verbs of perception include sight, hearing, smell, taste and touch, of which zhijian belongs to sight is very common in literary works, and its semantic meaning also begins to change with the development of time. Based on the original text and two translated versions of the Water Margin, this paper makes a comparative analysis of the translation strategies of zhijian on the basis that Chinese emphasizes subjective consciousness and the mixed consciousness of subjectivity and objectivity, while English stresses objective consciousness with a clear boundary between subjectivity and objectivity. According to previous studies, this paper regroups the appearance of zhijian and divides it into two categories, namely zhijian at the beginning of a sentence and at the beginning of a minor sentence. On the basis of the context and the changing function of zhijian, that is, the function of being a verb and being a discourse marker, it can be concluded that as the meaning of a verb, the real action, the meaning of zhijian is expressed by “seeing”, so translators usually adopt literal translation; while as a discourse marker, it is no longer the main component of sentence structure, but to highlight the following information, translators will adopt deletion, conversion and retaining. It can be seen that translators often need to convert Chinese characterized by subjective consciousness into English dominated by objective consciousness, thus conforming to various meaning of zhijian.

Leessnelheid in Vreemde Talen

2000 ◽  
Vol 63 ◽  
pp. 33-40
Author(s):  
Lydius Nienhuis ◽  
Wim Danhof ◽  
Marijke Peet
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Reading Rate ◽  
Foreign Languages ◽  
Reading Process ◽  
L2 Reading ◽  
Reading Processes ◽  
Normal Reading ◽  
French And English ◽  
French Texts

This paper presents the results of two studies on the reading rate of students after 5 years of secondary education, including French and English as foreign languages. The reading processes investigated were, in the terminology of Carver, rauding (i.e. 'normal' reading), scanning and learning. As is known from research by Segalowitz, even skilled bilinguals attain an L2 reading rate of only 60-70% of that in their native language. Our students cannot be considered really 'skilled' bilinguals. So it is not surprising that, during the 'normal' reading process (i.e. the process of rauding) of French texts, our students arrive at a reading rate that is considerably slower; they attain a reading rate of 42-48% of the rate of comparable Tl readers; they read about 104 words a minute in French. The reading rate of our students in English as a foreign language is somewhat better: they arrive at a rate of 137 words a minute; this corresponds to 58.6% of the reading rate of comparable Tl readers in English. Strikingly, reading rates in three reading processes: scanning, rauding and learning, as described by Carver, differed proportionally for our readers of French in nearly the same way as for native-language readers of English. In the three cases, students arrived at a reading rate of about 40-45% of that in native-language reading.

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